1. DO NOW Mix it up! Sit somewhere new. Pass it on…
Get a few sticky notes out for today.
(find them in the plastic organizers)

2. School Instructional leadership
September 30, 2015
Class 4: Planning for Improvement

3. SLP 2016 Cohort Norms Value vulnerability and truths over peace.
Create collaborative, transparent relationships.
Seek voices, feedback and unlearning.
Honor balance, confidentiality, and difference. 
Committee needed to:
solicit input
revise if needed
share back with cohort.

4. Learning Targets for Class #4
I can explain how a theory of action fits into an overall improvement process.
I can draft a theory of action and implementation plan for increasing cultural proficiency at a school.
I can explain the requirements of the Courageous Conversations and School-based Systems assignments.

5. Agenda Review Plus/Deltas from last week
Theory of Action within overall improvement process
Cultural proficiency continuum
Create TOA about increasing CP
Upcoming assignments
Preview next week’s readings
Plus/Delta

6. From last class Plus Delta Videos SpEd ≠ UDL Small group interactions
Temperature
Integrating practicum experiences
Long time on norms
Arrive on time
What would you do if this were your school?
More time to explore disagreements
Pace
Kafele reading
Showing plus/delta concern

7. Problem-solving cycle

8. District example

9. School-level example Problem Diagnosis Theory of Action Data analysis
Root cause analysis
Theory of Action
If we build school-wide understanding and coherence in interdisciplinary (ELA, Math, Science, and Social Studies) instructional strategies around language development and vocabulary, then we will see improvement in the achievement of our Black students for whom English is not the language spoken at home, as well as all our students.
We believe that our work on L/V is necessary, but not sufficient to fully address our identified learner-centered problem, therefore we will also convene a multi-grade task force that will explore and identify possible steps to further address issues relating to our black students that go beyond our instructional focus on L/V, e.g. curriculum (does our curriculum engage/motivate black students, is our curriculum inclusive of different cultures), instructional methods, discipline, staffing, family engagement, etc.

10. Cultural Proficiency Continuum
Think of your school context for last 2 years (incl practicum)
For each point on the continuum:
write down comments, behaviors, policies, practices of staff that are related to this point
Cultural Destructiveness: See the difference; stomp it out.
Cultural Incapacity: See the difference; make it wrong.
Cultural Blindness: See the difference; dismiss it.
Cultural Precompetence: See the difference; recognize what you don’t know.
Cultural Competence: See the difference; understand the difference that difference makes.
Cultural Proficiency: See the differences; respond positively and affirmingly.

11. T330 Emerging Cultural Proficiency Plan

12. Overview Facilitation Tips
Task: Create a Cultural Proficiency Plan based on the Problem Solving Framework
Deliverable: PowerPoint Deck (see corresponding slides) & post slides to Canvas
The teaching team will randomly select two groups to share

13. Directions: Cultural Proficiency Plan
In small groups
Create one Cultural Proficiency continuum with everyone’s stickies
Reflect on the continuum
Do the stickies seem relevant  to each point on continuum?
What is the evidence behind the statements on the stickies?
As a group: Imagine the continuum represents your school.
What does your data tell you about your school?
What is the distinct problem you want to address?
What are the root causes of your problem?
Draft a theory of action for how you would address the root cause.
If time, address the other steps of the cycle (strategy, etc).

14. Distinct Problem

15. What are the root causes of your identified problem?

16. Theory of Action If we: [1]* [2]* [3]* [4]* Then…
*Component numbers will vary.

17. Emerging Strategy (If time allows)

18. Emerging Cultural Proficiency Plan

19. School-based Systems
Developed by Mary Russo

20. School-based systems paper due 10/30
Read assignment and rubric on course website
Choose a system strategically
Submit paper AND self-assessment on the rubric

21. Courageous Conversations Assignment
Different levels of experience with this assignment
Students last year:
led faculty group about race and equity at his school
co-led a discussion group for white, male allies
co-led a discussion group for men of color
led OLS sessions addressing cultural proficiency
helped choose articles and discussion questions for weekly middle school team meeting about cultural proficiency

22. Unit reflection partners
Reflection Due
Response to Reflection Due
Unit 1: Introduction to the Course and the Context for Leadership and Learning
October 4
October 7
Unit 2: Engaging Families in Supporting and Improving Student Learning
October 18
October 21
Unit 3: Supporting the Social-Emotional Needs of Students
November 1
November 4
Unit 4: Analyzing and Using Data about Student Performance to Improve Instruction
November 29
December 2
Unit 5: Organizing to Learn: Systems that Support Adult Learning
December 6
December 9

23. Unit reflection partners
Thaddeus Evans, Alley Bartholomew
Andy Garlick, Tremain Holloway
Madeline Hawkins, George Papayannis
Aleesha Spurr, Brandon Button
Danielle Moore, Rachel Harris
Arinze Nwosu, Justin Ritsema
Chris Thompson, Nick Coenraad
Justin MacDonald, Alex Teece
Katie Eison-Washington, Maria Spina
Karla Gandiaga, Andrew Strope
Matt Teitter, Samantha Turner
Rachel Belcastro, Mike Rabin
James Ewer, Maritza Torres
Liz Feakins, Michael Cress
Jim Heal, Lorena Martinez
Michael Scott, Jennifer Nicol
Marques Simpson, Mary Wenstrom
Jeanie Cho, Ryon Tanara
Kristie King, Rachel Aierstuck

24. Preview Next Week Unit reflection and responses due
Addition to syllabus (sent Saturday, updated in syllabus)
Prepare to share about your school’s approach to family engagement.
What data can you gather?
Who can you talk to?
Do you want to have a consultancy about family engagement next week? Sarah.
What category does your school fall into (from Beyond the Bake Sale)?

25. Plus
Delta

26. GroupMe

27. Communications Conundrums
 very formal, often not immediate
Facebook  does not include everyone, often not immediate
Mass Text  potentially invasive and annoying

28. GroupMe
Thanks Sarah B. Annice
Immediate
Customizable

29. Purpose of GroupMe
Sending an in-the-moment message to everyone in SLP

30. Ground Rules Think of the boy who cried wolf Not social media
If we overuse it, it becomes ineffective or ignored
Not social media
Not for sending a picture of what you’re eating for dinner

31. Things to Consider
Is this something that everyone in SLP should know, RIGHT NOW?
Time of day
Appropriateness of the message (you never know who has mommy’s phone right now)

32. Responding
If you want to respond to a GroupMe message, do it personally
Personal message
Individual Text
To RSVP to an invitation, use the LIKE option
Jennifer: “Heading to Crema Café to study! All are welcome!”
Thaddeus likes the message = I’m coming!
This way, we can see who is going without blowing up everyone’s phone.

33. CFU Work in pairs The person who had to most delicious dinner tonight:
Provide an example of a message you WOULD send through GroupMe
The bitter person who had a Mt. Dew and a handful of snap peas for dinner:
An example of a message that you WOULDN’T send through GroupMe
I will be cold calling.

34. If members of teaching team provide students with opportunities to learn about their own racial identity development, and discuss relevant readings, and include an equity goal in the LLP, AND require students to practice this with adults and provide opportunities to reflect upon the experience and get feedback,
then SLP graduates will lead cultural proficiency work at their schools.
Then teachers will become more culturally proficient,
Then students will feel they can bring their full selves to school and that school is relevant to their lives and
Then students will learn more.